One challenge for the introductory physics teacher is incorporating calculus techniques into the laboratory setting. It can be difficult to strike a balance between presenting an experimental task for which calculus is essential and making the mathematics accessible to learners who may be apprehensive about applying it. One-dimensional kinematics is a common way to do so and has been discussed in this publication. This article outlines a two-dimensional kinematics experiment that is straightforward for students to perform, but for which the ideas of differentiation and maximizing are necessary to justify the results theoretically. It also leads to a satisfying result that ties into a derivation which students may recognize.